Preparation of teaching aids. What is a teaching aid? Develop and issue a methodical publication

Methodical development - a logically structured and detailed course of the training session, event. The description of the sequence of actions should also include the goals set by the teacher, the means to achieve them, the expected results, and be accompanied by appropriate methodological advice.

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Methodical development

Methodical development- a logically structured and detailed course of the training session, event. The description of the sequence of actions should also include the goals set by the teacher, the means to achieve them, the expected results, and be accompanied by appropriate methodological advice.

Methodical development- a publication containing specific materials to assist in holding an event, combining a description of the sequence of actions that reflect the course of its implementation, with methodological advice on its organization.

Methodical development- a complex form, which may also include scenarios, speech plans, descriptions of creative tasks, diagrams, drawings, etc.

Methodical development- this is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of teaching and education themselves in relation to a specific topic of the lesson, the topic of the curriculum, teaching the course as a whole. Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties.

Methodological development can be:

• development of a specific lesson;
• development of a series of classes;
• development of the theme of the program;
• development of a private (author's) methodology for teaching the discipline;
• development of a common methodology for teaching disciplines;
• development of new forms, methods or means of training and education;
• methodological developments related to changing the material and technical conditions of teaching the discipline;
• methodological developments related to new educational specialties, integrated specialties;

The methodological development scheme may include:

• development name;
• About the author;
• goal;
• list of used equipment and materials;
• description of the course of the event;
• methodological advice on its organization and summing up;
• list of used literature;
• applications (diagrams, tables, drawings, tests, cards)

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

• carefully approach the choice of development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic; determine the purpose of methodological development;
• carefully study the literature, teaching aids, positive pedagogical experience on the chosen topic; draw up a plan and determine the structure of methodological development; identify areas for future work.

Getting started on the compilation of methodological development, it is necessary to clearly define its purpose.

For example, the target could be:definition of forms and methods of studying the content of the topic; disclosure of the experience of conducting classes on the study of a particular topic of the curriculum; description of the activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; implementation of the connection between theory and practice in the classroom; the use of modern pedagogical technologies or their elements in the classroom, etc.

Requirements for methodological development:

• The content of the methodological development should clearly correspond to the topic and purpose.
• The content of the methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, the forms of presentation of educational material, the use of modern technical and information teaching aids.
• Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or highlight issues set forth in general pedagogical literature.
• The material should be systematized, presented as simply and clearly as possible.
• The language of methodological development should be clear, concise, competent, and convincing.
• Recommended methods, teaching methods, forms and means of teaching should be substantiated by references to their pedagogical experience.
• Methodological development should take into account the specific material and technical conditions for the implementation of the educational process.
• Orient the organization of the educational process in the direction of the widespread use of active forms and methods of teaching.
• Methodical development should reveal the question"How to teach?"
• It should contain specific materials that the teacher can use in their work (task cards, lesson plans, instructions for laboratory work, chart cards, tests, level-by-level tasks, etc.).

The structure of the methodological development:

General structure:

• Title page
• Content.
• Standard
• Graphological structures
• Main part

The annotation (review) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful (1 page).

In the introduction (explanatory note) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education (1-2 pages).

In custody (1-2 pages) summarizes the problematic issues that were raised by the teacher, starting to draw up methodological development.
General requirements for the design of methodological development

• The total amount of methodological development (excluding appendices) should be at least 24 sheets of computer text (14 Times New Roman font). If the methodological development is the development of one lesson, then at least 10 sheets.

Guidelines- a type of methodological product that reveals the order, logic and emphasis of studying a topic, conducting a lesson, or event. In methodological recommendations, the emphasis is not so much on the sequence of actions taken (as in methodological development), but on the disclosure of one or more particular methods developed on the basis of positive experience. The task of methodological recommendations is to promote the most effective, rational options, patterns of action in relation to a certain type of activity (including an event). The methodological recommendations necessarily contain an indication of the organization and conduct of one or more specific cases illustrating the described methodology in practice.

Guidelines- this is one of the types of methodological products (along with methodological development, methodological manual, didactic material). Guidelines are specially structured information that determines the order, logic and emphasis of studying a topic, conducting a lesson, or an event.

Methodological recommendations contain the disclosure of one or more private methods developed on the basis of positive experience. Their task is to recommend the most effective, rational options, patterns of action in relation to a certain type of activity (including an event). The methodological recommendations necessarily contain an indication of the organization and conduct of one or more specific cases illustrating the methodology in practice. Methodological recommendations should have an exact address (an indication of who they are addressed to: teachers, parents, methodologists, organizing teachers, class teachers, etc.). Accordingly, the terminology, style, and volume of methodological recommendations are regulated.

General structure:

• Title page
• Review (external, internal)
• Content.
• Introduction (explanatory note)
• Standard
• Graphological structures
• Technological map (if the lesson manual for the teacher)
• Main part
• Conclusion (tests, benchmarks for tests)
• List of used literature.
• Applications (additional material).

Explanations to individual structural elements of the guidelines

The title page should include:

• name of the institution (in order of descending subordination);
• title;
• surname, name, patronymic of the author;
• city ​​name;
• year of development.

The second sheet at the top contains an annotation that includes concise information about:

• the essence of the issues under consideration;
• the purpose of these methodological recommendations (what kind of assistance and to whom this work is intended to provide);
• the source of practical experience on which the recommendations are based (indicate on the basis of what experience these methodological recommendations are developed);
• possible areas of application of the proposed type of methodological products (in which areas of humanitarian knowledge can these recommendations be used).

At the bottom of the second sheet, information about the author (authors) is placed: full name, position, place of work, qualification category or scientific degree, contact phone number.

The explanatory note should contain the following information:

• substantiation of the relevance of the development of these methodological recommendations (here it is advisable to give a brief analysis of the state of affairs on the issue under study: to clarify in which educational areas activities (actions, methods, etc.) similar to those proposed are currently used, what are their advantages and disadvantages; to characterize the significance of the proposed work in terms of the implementation of the relevant federal or regional program; explain what kind of assistance and to whom these guidelines can provide);
• determination of the purpose of the proposed methodological recommendations (for example: to provide methodological assistance to practicing teachers, organizers of educational work with children on issues ...; draw up an algorithm for preparing and holding ... events, etc.);
• a brief description of the expected result from the use of these methodological recommendations in the education system (for example: mastering the experience of organizing the proposed methodology can become the basis for holding similar events in various subjects; can help increase student motivation, etc.);
• substantiation of the features and novelty of the proposed work in comparison with other similar developments that exist in this educational field.

The content of methodological recommendations can be related to a wide variety of issues: solving a specific pedagogical problem, holding mass events, conducting educational and research work, studying certain topics of the educational program, etc. Therefore, the content of methodological recommendations does not have a particularly regulated structure and can be presented in a rather arbitrary form. For example, it can be structured in the following logic:

• describe (based on past experience) what exactly is recommended to be done on the issue under study (in stages) and how (using what forms and methods);
• give advice on how to:
• organizational issues (for example, develop a work plan for the organizing committee; determine the stages of the event and the timing of informing its potential participants, distribute instructions, provide an advertising campaign, etc.); logistics (Internet resources);
• financial support (sources and fixed amounts of financing for this event),
• staffing (requirements for experts);
• isolate the most difficult moments in the organization and conduct of the described type of activity (based on existing experience);

Applications include materials necessary for organizing the recommended type of activity using these guidelines, but not included in the "Contents" block. Applications may include:

• plans for specific cases, events;
• test tasks;
• methods of creating practical tasks addressed to students;
• sample questions for games, contests, quizzes;
• methods for determining results for specific activities;
• schemes, diagrams, photographs, maps, photocopies of archival materials;
• approximate topics for open events, excursions, etc.

General requirements for the design of methodological recommendations

• The total volume of guidelines (excluding appendices) should be at least 24 sheets of computer text (font 14 Times New Roman).
• The volume of the main content is at least half of the entire manuscript.
• The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).
• References to the used literature in the text should be given in square brackets.
• The list of sources used should contain 10-15 titles. If the development is only practical, not requiring theoretical references, then the list of sources used can be omitted.
• The number and volume of sections is not limited.

Toolkit

Toolkit- a complex type of methodological products, including a specially systematized material that reveals the essence, distinctive features and methods of any educational course. As a rule, a methodological manual, in addition to the theoretical one, contains extensive didactic material in the form of illustrations, tables, diagrams, drawings, as well as sample documents developed in accordance with the stated topic.

Toolkit- a complex type of methodological products, summarizing the significant experience gained in the system of additional education for children and containing recommendations for its use and development.

The authors of methodological manuals are, as a rule, experienced teachers and methodologists who are able to systematize the practical material of their own work and the work of colleagues in the profession, take into account and use the theoretical developments of modern pedagogy of additional education for children in substantiating the proposed methods.

The task of the methodological manual is to provide practical assistance to teachers and methodologists in acquiring and mastering advanced knowledge, both theoretical and practical.

The typical structure of the methodological manual includes:

• introduction, where the purpose and objectives of this manual are formulated, it is indicated for which specific group of students, what specific results the use of this manual can give teachers and methodologists;
• the theoretical part, which presents, as a rule, in a brief form (if necessary with reference to relevant works) the scientific and pedagogical justification of the content of the manual, characterizes the author’s own methodological position in relation to the system of additional education for children as a field of education with its own specific features;
• the practical part, which systematizes and classifies the actual material, contains practical recommendations, provides typical examples of various forms and methods of work;
• didactic part, which contains didactic materials (diagrams, tables, figures, etc.) illustrating practical material.

In addition, the composition of the methodological manual may include various necessary regulatory documents, the use of which will allow the teacher or methodologist to organize their work in accordance with the existing requirements.

An obligatory part of the methodological manual is a list of literature, which is desirable to be divided into thematic headings (in accordance with the specific tasks solved in this manual) and, if possible, with brief annotations of the recommended works most useful to teachers and methodologists.

The structure of the manual:

General structure:

• Title page
• Review (external, internal)
• Content.
• Introduction (explanatory note)
• Standard
• Graphological structures
• Technological map (if the lesson manual for the teacher)
• Main part
• Conclusion (tests, benchmarks for tests)
• List of used literature.
• Applications (additional material).

The structure of the manual (development)

1. Title page
2. Review
3. Content
4. Explanatory note
5. Standard
6. Reminder for students

(if a methodological guide for students)

1. Routing

(if a teaching aid for teachers)

1. Graph-logical structures
2. Work
3. Test tasks
4. Sample answers
5. Glossary
6. Literature

Toolkit- a complex type of methodological products, including a systematized material that reveals the essence, distinctive features and methods of any educational course or direction. Includes extensive didactic material.

The structure of the methodological manual.

1. Title page:
- name of the institution;
- last name, first name, patronymic of the developer;
- title of the grant;
- city name;
- year of development;
2. Abstract:
It is located on the 2nd sheet from the top.
- the essence of the issues under consideration (what is it devoted to);
- purpose (to whom and what kind of assistance it provides);
- source of practical experience;
- possible areas of application;
- information about the author (at the bottom 2 sheets Last name, first name, patronymic, position, place of work, qualification category).
Explanatory note.
Rationale for the relevance of the development. For whom it is intended and in what direction education is used. Justification of the features and novelty of the proposed work in comparison with other developments. Purpose and objectives of methodological development. Scope, a brief description of the expected result.
Content (arbitrary).
In the main part of the manual, depending on the purpose and goals, there may be various chapters. Their name, number, sequence, is determined and logically built depending on the author's intention.
For example:
1. The theoretical material under study is presented.
2. The main techniques, technologies used or recommended for a successful solution are described.
3. List and description of practical work with recommendations for their implementation.
4. Control tasks for checking and mastering the material.
5. List of literature to help the teacher and student.
6. Applications:
- scheme;
- samples;
- videos;
- creative projects of children;
- thematic photo album.

The answer is simple: those who know how to work often don't know how to write. Meanwhile, the experience of our experimental sites shows that any teacher can describe his developments if he is given a little help in this.

(Recommendations-template for teachers on the creation of methodological development)

annotation

This material will help the reader-educator write your own methodological development. Heads of methodological services of educational institutions can use this template to holding a training seminar on the creation of methodological materials.

1. Introduction

This work was written to help teachers of experimental sites for problem-based learning based on OTSM-TRIZ. The examples given in it illustrate the techniques used in this pedagogical approach. However, the author hopes that other teachers who wish to describe their methodological developments will also find useful tips here.

Recommendations are described in the form of a template. By replacing the text of the template with the author's text in accordance with these recommendations, the teacher will be able to create his own methodological development. This approach is borrowed from my supervisor, Professor V.V. Guzeev, whose dissertation research template was the basis for my own PhD thesis.

2. Composition and content of the methodological development

Subject

Usually the topic is built on the principle: the subject of research is the object of research. The order of the parts of the name may be different.

The object indicates the area to which your development belongs, and the subject indicates what aspects, features you are going to change, the distinctive features of your methodology. In other words, the object is the closest supersystem in which you work, and the subject is the subsystem or feature that your work changes, improves.

Sometimes the wording itself indicates the PURPOSE - why you need to improve this object.

Usage point of view models (SUBJECT) as a means

integration of courses in the development of speech and natural history (OBJECT)

for the formation of systemic perception and emotional attitude to the world (PURPOSE).

The integration of natural history and speech development courses was also dealt with before you, in this case, this is the area in which you want to say your new word (object). But using the point of view model as a means to integrate these courses is something new that you have developed (subject).

The subject may have a different degree of novelty, wordings such as “problems of applying the methodology ...”, “peculiarities of using the methodology ... in conditions ...” are possible. In this case, the methodology itself will be the object (if it already existed before you), and the problems of its application, the peculiarities of its use in some new conditions will be the subject of research.

You may not be able to accurately formulate the topic right away. This is normal: if you are solving a pedagogical problem, you do not have to know right away by what means it will be possible to solve it. Therefore, the goal and the object are important at the entrance, and the subject may become clear later. Guidelines for formulating goals are given below.

Author Information

Example: Ivanova, Anna Petrovna, primary school teacher of school No. 1 in N, teacher of the 1st category, [email protected]

Application conditions

In this section, indicate

- The contingent of students, the characteristics of the contingent (if any).

- The program in which your methodology is applied.

Example:

– Primary grades (1-2).

– Speech development course as part of the Russian language course

- Methodology for compiling a descriptive story from a picture (Murashkovska I.N., Valyums N.P.).

Relevance, purpose and objectives

A well-formulated goal largely determines the success of the entire work. It is not necessary to formulate goals in “general terms”: to develop thinking and imagination - the fact of achieving such a goal cannot be verified. We indicate the requirements for the formulation of goals and objectives:

1. The goal should be formulated as specifically as possible, so that it can be broken down into understandable tasks, the result of which can be verified.
2. The goal should be considered in the general system of goals, i.e. it should be clear not only the goal, but the sub-goals (tasks) with which it will be achieved and the over-goals for which your goal is needed.
3. Tasks indicate the changes that should happen to the student and manifest themselves in his behavior or in the results of his work (for example, in the texts that he writes) as a result of applying your methodology. They are described by perfective verbs: to teach how to make riddles like ...; to teach to distinguish the name and value of a feature; teach how to use the system operator to compose questions about a historical event, etc. Teachers who are familiar with OTSM-TRIZ are advised to describe changes using the “element – ​​feature names – feature values” model.

Below are a few steps that are useful to take in order to qualitatively formulate goals and objectives. This piece of text (in italics) does not need to be included in the methodological development, it is needed in the process of working on the material.

To correctly formulate the goal and objectives, try to do the following:

1. Answer the question: “what are you going to change with your development?” Describe the expected result: WAS... - IT WAS... And then remove those changes that you did not achieve or achieved using a different methodology, leave only what directly relates to your work.

Example: IT WAS: children give an oral answer about a natural object, haphazardly, using clichés, tell without pleasure, speak with difficulty. – BECOMING: children compose a coherent emotional, figurative story, consider objects from different angles, use their own comparisons, tell with enthusiasm.

2. Make a chain "WHY?" This will help you see the supersystem of goals.

Example. Children can compose a coherent, coherent story - Why? – To perceive the world around us holistically, systematically. - What for? - To be aware of the environment. - What for? – To be able to change the world around.

Children compose a figurative story using their own comparisons - Why? – To build your own emotional attitude to the world around you. - What for? To better understand yourself and the world around you.

3. Make a chain "FOR THIS?", this will help you see the subsystems of goals.

Children compose a figurative story - for this, the most vivid fragments of the whole are singled out; building metaphors...

By completing this exercise, you will be able to provide material for the three methodological development points (see below).

1. We get the rationale for the relevance of your work from the chain “WHY?” see paragraph 2 ( example: “It is important to teach a child to navigate in the modern dynamic world, to form his own emotional attitude to what surrounds him. The development of figurative speech, associative thinking is one of the main tools for the formation of an emotional attitude to the world. No less important is the formation of a holistic, systemic perception of the world around us, which is necessary for a person to detect and solve the problems that arise before him. Together, systemic and figurative descriptions allow you to emotionally experience and appropriate ways of systemic perception of the world.
2. The purpose of the work is from a comparison of the initial situation (WAS) with expectations (BECOMING), see paragraph 1 ( example: “To teach how to build a figurative story about an object based on the use of the “Point of View” model”).
3. Tasks - from the chain "FOR WHAT?" see paragraph 3 ( example: “To teach to highlight the signs of objects on behalf of which the story is built; to teach to highlight the signs of surrounding objects that are important from the point of view of the narrator, to teach how to build figurative comparisons on behalf of the narrator; to teach how to build systemic comparisons on behalf of the narrator, combining images with a single system”).

Facilities

Models, tools, methods

Specify the models, tools, methods that are used in your development.

Example: Models are used: "Element - attribute name - attribute value", "Point of view", morphological analysis.

Visual aids

Describe the visual aids you use. If known manuals described earlier are used, list them and provide links to materials in which they are described.

Example: Lull's Circles is used (link).

Description of the technique

The description of the methodology can be performed in various forms - it depends on its content.

The main problem of the description is that most of the methods we use are not implemented within the framework of one or several lessons, but require a more flexible system of training. It often happens that the transition to a new stage provides a series of exercises of the previous stage, which can be carried out in any sequence. In this case, it is convenient to represent the stages in the form of a diagram ( rice. one). If your methodological development fits into a clear sequence of steps, there is no need for a scheme.

For example (Fig. 2) a fragment of the description of the methodology is shown, which shows how the individual exercises are interconnected. The exercise "compare an object on behalf of some wizard" may be offered in a different sequence, but they precede the systemic comparison. Empathy can be introduced in parallel with the “What does it look like?” exercise. "Systemic empathy" should be preceded by empathy and systemic comparison.

For readers who are not familiar with OTSM-TRIZ pedagogy, let us explain the content of Figure 2. Methods for the development of speech and imagination use the images of magicians who personify the methods of transforming objects (Murashkovska I.N., Sidorchuk T.A.). Delhi-Let's divide objects into parts and unite the parts into a whole; Giant-Baby reduces or increases the size of objects, Lag-Run moves objects along the timeline.

Table 1. Composition of the method

Examples

Often in methodological developments, examples occupy the lion's share of the reader's space and attention. This sometimes does not lead to the results that the author expected. We had to deal with cases when the teacher, having read the methodological material, is sincerely sure that this material can be used only with those examples that are described in it. To use Picture Without Hesitation, he needs the same picture of ducks, and the exercise “what does it look like?” must be produced exclusively with the class key and glasses. Methodological development should be written in such a way that your colleagues do not copy it "one to one", but could adapt it to the conditions of their educational process without violating the technology you proposed.

Examples illustrate, make your proposals clearer and more concrete. But in no case do not replace them.

Example. We play the game "What does it look like?" At the initial stage, use objects familiar to children with an interesting shape (for example, a key, glasses, a tree branch, an umbrella, etc.). Then move on to objects with other bright features (faucet with dripping water - sound, burning light bulb - temperature, etc.).

Diagnostics

Diagnostics is a topic that requires a separate discussion. As a rule, in the methodological developments of teachers, diagnostics are not given - instead, examples of children's work or statements are given. This enlivens the description of the technique, makes it more readable, but does not make it possible to evaluate the result. So, in lessons on the development of speech, you can always expect 1-2 bright works, but this says absolutely nothing about the value of the methodology used in the lesson. Talented children write vividly and without special training, sometimes the intervention of the teacher only spoils the matter.

If the result of your methodological development can be represented by creative products of students, you must show the work of at least 2/3 of the students in the class. This does not mean that you should spend time reprinting children's essays or children's problems. It is enough to attach their photocopies to the description of the methodology. When you publish your creation, we will decide how to illustrate it with children's work.

Another option is to use the diagnostics developed earlier. In this case, it is necessary to refer to sources.

If you decide to offer your own diagnostics of the results of applying your technique (for which you immediately deserve special thanks), then you need to answer two questions:

1. On what objects did you evaluate the results of your work? It can be

- the observed behavior of children (children ask to conduct such lessons more often, bring additional material, play the games proposed by the teacher at recess - such observations indicate an increase in motivation);

- products of the creative activity of children (essays, rules derived by children, tasks invented by them, etc.);

— results of special assignments, etc.

2. Which features will you evaluate?

It can be

- the presence of certain statements of students in the process of work,

- certain types of student behavior (for example, if a child collects a piggy bank, practically without asking for help from a teacher and classmates and gets a result, one can judge independence in this type of activity); if the student in the text uses systemic comparisons, one can judge the formation of the ability to make such comparisons);

- the number of correct answers to the proposed tasks; the number of errors of a certain kind, etc.

If you evaluate work in points, in no case consider the arithmetic mean of the result for the class. Two students who caught the flu that day, did not complete the work and received A, will nullify the results of at least four excellent students. Just count the number of twos, threes, fours, fives, etc. and the percentage of the number of this mark to the number of students who completed the work. If the work is evaluated, for example, on a ten-point scale, you can count the number of students whose results fall within certain intervals (for example, 0-5; 6-10; 11-20, etc.). The results can be shown in a chart.

findings

Briefly review what your work was about. What problems have you not been able to solve yet? Set yourself goals for the future.

Please do not forget that many teachers in different parts of the country are waiting for your materials today.

Bibliographic list and links

This list should contain all the materials that you used during the creation of your own methodological development.

- Materials posted on Internet sites (in this case, the address of the material on the network is given, for example, Murashkovska I.N., Valyums N.P. Picture without hesitation. URL http://trizminsk.org/e/2312.htm)

— Materials placed on CDs (example of description: Nesterenko A.A., Belova G.V. Knowledge workshop: tools for problem-based learning based on OTSM-TRIZ // Effective educational technologies [Electronic resource]. – Electronic text , graphic, sound, video data (57.2 Mb) - M .: LLC "Distance technologies and education", 2008. - Issue 1. - 1 electronic optical disc (CD-ROM): sound ., color; 12 cm. - 9.72 Mb.)

In the text of the article, references can be made to the numbers of publications in the list, preferably with pages indicated, or you can use the European system (name of the author, year when the material was published), for example (Ivanov I.I., 2007, p. 34).

If you use the ideas of colleagues that were reported in a private conversation, instead of a link in brackets, you can write (Ivanov I.I., private communication)

3. References

1. Guzeev V.V. Apparatus for scientific research and the structure of a Ph.D. thesis // School technologies. - 2004. - No. 2. - P. 117-133; Pedagogical technologies. - 2004. - No. 2. - S. 88-108.
2. Guzeev V.V. Planning for educational outcomes and educational technology. - M .: National education, 2000, 240 p.

Today we'll talk about how to write a methodical development and arrange it correctly.

Methodological development - what is it?

A methodological development is a manual in which the author describes his forms and methods of teaching and studying a particular course or topic.

.
It could be development
specific lesson
a set of lessons on a specific topic
author's method of teaching a particular discipline
development based on the application of new forms of media pedagogy
development of a common approach to training and education
. development of innovative and interactive teaching methods

- experience on the topic that he is going to cover
- availability of results of work on this topic
- the availability of developments, abstracts of the conducted classes on this topic
The topic of the work should be relevant and interesting to a large circle of readers, in this case - teachers

Instructions for writing methodological development

1. Topic selection. This should be a topic that interests, first of all, the author himself. But not just interesting, but a topic that the teacher has been developing for a long time, and has knowledge and extensive information on this topic. The topic should be relevant and in demand.

2.Determining the purpose of methodical work. If this is the development of a specific lesson, then the goal is most likely to develop specific skills of students. And this goal is achieved in the course of one lesson. For volumetric developments, the goals will be more global.

3. At the very beginning of work, it is necessary conduct an initial diagnosis of knowledge and qualities of students that you would like to form during the experiment. Decide what needs to be done to achieve a higher level of work on this topic, and in what direction you will move.

4. Required study literature on this topic, outline, write out useful and interesting for work. Make a plan and start accumulating material. After conducting a certain number of lessons using the planned forms and methods, organize the following diagnostics, compare the result and determine the effectiveness of your methodology.

5.Presentation of the material should be logical and systematic, language of presentation- competent and persuasive.

Methodological development plan

After completing the previous points, proceed to drawing up a plan and writing a methodological development.

The structure of the methodological development:

Annotation.
Content.
Introduction.
Main part.
Conclusion.
List of used sources.
Applications.

annotation. The abstract indicates the existence of a problem on this topic and to whom the methodological development is intended.
Introduction. In the introduction, you need to explain why you have chosen this topic, its relevance, coverage of the topic by classics - recognized teachers with a review of the studied literature,
your vision and development of the main provisions and methods in methodological development. The introduction should be short, two or three pages long.
Main part- voluminous, it requires division into subparagraphs. First, you need to indicate the importance of the topic, how long you have been studying this problem, how much time is allotted for studying, what students will receive as a result - what skills and abilities will be formed during the study of this topic. It is imperative to determine the connection of the subject under consideration with other disciplines and parts of the course. Then there is a description of the forms and methods you use in the process of work, a comparative analysis of the initial and final diagnostics is given.

.
Possible sections of the main body:
topic description
planning for the study of the topic, the number of hours expected to study,
recommendations for studying the topic
skills acquired or consolidated by students in the course of studying the topic

The relationship of the topic with other studied material and an overview of intersubject relationships

Analysis of the methodology presented in the methodological development

Planning to study a topic, follows
decide on a list of questions that students should master
think over examples, prepare practical tasks, visual materials, control measures
. Analyze the forms of work and technologies that will be used in the study of this topic

In conclusion, they give findings- the usefulness and effectiveness of the proposed methodology.
Required list of used literature. BUT in the application schemes, tables, graphs are given, comparative results of the experiment are clearly drawn up.

Registration of methodological development

There are certain requirements for writing a methodological development, and they should be followed when writing.

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1. The title page indicates the name of the parent organization and the full name of your institution, type of work and name. The place and year of publication are indicated at the bottom of the title page.

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2. On the back of the title page, information about the work is indicated, and an annotation is placed. Below are the data of the meeting of the commission, at which the manuscript was considered, listing the members of the commission.

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3. When formatting the text, leave margins of two centimeters on each side. Page numbers are Arabic numerals at the bottom of the page. On the title page, the page number is not indicated, but is included in the total number. Font size - 12 or 14, single spacing between lines. The red line in paragraphs is used. The text is aligned. The volume of work is at least 24 printed sheets. The main part should be at least half of the work.

Ekaterina Durnikova
Requirements for the design of methodological development

1. Structure methodological development

Methodical development must have a title page, annotation, content, introduction, main body, conclusion, list of references, if necessary, applications.

Title page

On the title page methodological development the name of the institution is given (according to licenses) (top of page); title of the work (in the center of the sheet; information about the author (full name, position, qualification category, teaching experience) (bottom right); year of writing development(centered down).

annotation

Specify:

The problem to which methodical development;

The questions she reveals;

Potential Users (who may benefit from development) .

Introduction

Revealed:

Novelty methodological development;

Target methodological development;

Application conditions (what is needed in order to methodical development was implemented in the practice of education);

Labor intensity, limitations, risks.

Main part

Conclusion

Are given:

Main conclusions on the topic development;

Information about where, when and in what form development was presented to the professional community;

Review Information methodological development by the professional community indicating the number of the minutes of the meeting, data on reviewers, etc. An extract from the minutes of the meeting, copies of reviews, reviews, etc. must be placed in the appendix.

Bibliography

Issued in a standard form in accordance with the bibliographic requirements. The list of sources used should contain 10-15 items (including Internet resources). If a development is only practical, demanding theoretical references, the list of sources used can be omitted.

Applications

Applications to number;

Specify the name of each application;

Each application starts on a new page. On the right side of the page is the word "Appendix", which is denoted by the corresponding Arabic numeral, for example "Appendix 1"

The volume of applications is not limited, but they must correspond to the text (references to them in the text are optional)